Definitions in the teaching of mathematics in primary and secondary schools

U prvom poglavlju ovog diplomskog rada opisan je proces izgradnje matematičkog pojma te su dani primjeri nekorektnih, dvosmislenih, cirkularnih, negativnih i ekvivalentnih definicija nekog matematičkog pojma. Drugo poglavlje posvećeno je važećem kurikulumu pa je tako dan pregled matematičkih pojmova koji se prema istom definiraju. Također, dan je i osvrt na definicije matematičkih pojmova u starim nastavnim programima i kurikulumima. U trećem poglavlju dana je analiza promatranih udžbenika za osnovnu i srednju školu, dok je u zadnjem poglavlju opisan primjer pripreme uvođenja limesa niza za četvrti razred srednje škole.In the first chapter of this thesis, the process of creating a mathematical term is described. Examples of incorrect, ambiguous, circular, negative and equivalent definitions of a mathematical term are given. The second chapter is dedicated to the current curriculum, so an overview of mathematical concepts that are defined according to the same, is given. Also, a review of the definitions of mathematical terms in previous teaching programs and curricula is given. In the third chapter, an analysis of the observed textbooks for primary and secondary schools is provided, while in the last chapter, an example of the preparation of the introduction of limes series for the fourth grade of secondary schools is described